Understanding Teachers’ Perspectives On Being Researched: A Case Study Of Two Writing Teachers,
2015
University of the Incarnate Word, Dreeben School of Education
Understanding Teachers’ Perspectives On Being Researched: A Case Study Of Two Writing Teachers, Ann D. David, Melody Zoch
Teaching/Writing: The Journal of Writing Teacher Education
In this study, we were interested in understanding writing teachers’ perspectives on being participants in qualitative research. After conducting two independent case studies with one elementary school and one middle school writing teacher, the researchers brought the cases together to explore what it meant for the teachers to participate in research. Particularly, the researchers were interested in understanding how the teachers perceived research to influence their reflection and classroom practice. During retrospective interviews, they discussed how participating in research supported their reflective practice and the extent to which they valued a trusting relationship and philosophical alignment with the researcher. In …
One Good Lesson, Community Of Practice Model For Preparing Teachers Of Writing,
2015
University of Alabama - Tuscaloosa
One Good Lesson, Community Of Practice Model For Preparing Teachers Of Writing, Latrise P. Johnson, Elizabeth P. Eubanks
Teaching/Writing: The Journal of Writing Teacher Education
Many writing initiatives have been advocated as ways to improve student writing. However, in order for teachers to successfully teach writing, they must be exposed to a variety of classroom-tested approaches (National Writing Project, 2003).With this in mind, a summer teaching writing course that met at a local high school combined the study of several approaches to teaching writing and field-based teaching and then employed one classroom-tested approach. Using Wenger’s (1998, 2010) communities of practice model, the teaching and learning about writing instruction centered on “practice” within the community and emphasized that preservice teachers act as social participants--that is, meaning-making …
It’S A Matter Of Practice: Influences Of A Writing Methods Course On Inservice Teachers’ Dispositions And Self-Efficacy,
2015
Boise State University
It’S A Matter Of Practice: Influences Of A Writing Methods Course On Inservice Teachers’ Dispositions And Self-Efficacy, Sherry Dismuke
Teaching/Writing: The Journal of Writing Teacher Education
This mixed-methods study examined the influences of a graduate writing methods course on the dispositions and instructional practice of twelve elementary classroom teachers, six who participated in the course and six who did not, during their post-graduate education. Data from interviews, classroom observation notes, and protocols have been analyzed, compared, and integrated. Outcomes of this study link participation in this course with increased confidence and readiness to teach the complexities of writing, as well as enhanced instructional practice and student learning opportunities. Findings suggest implications for teacher professional development, literacy teacher educators, and teacher education researchers.
The Negotiation And Development Of Writing Teacher Identities In Elementary Education,
2015
California State University, Northridge
The Negotiation And Development Of Writing Teacher Identities In Elementary Education, Shartriya M. Collier, Suzanne Scheld, Ian Barnard, Jackie Stallcup
Teaching/Writing: The Journal of Writing Teacher Education
Identity development in writing is a unique process. While many studies have explored the process of developing a professional identity among future teachers, few studies have investigated how teacher candidates develop a writing teacher’s identity. This study explores the development and negotiation of writing teacher identity among 21 pre-service multiple-subject teacher candidates at a large public institution in California. More specifically, the study examines the students’ journeys as they transformed from students of writing in a university methods course to student teachers of writing in a local school district. Our findings indicate that the use of a sociocultural-based approach to …
Moving Writing Out Of The Margins In Edtpa: “Academic Language” In Writing Teacher Education,
2015
Illinois State University
Moving Writing Out Of The Margins In Edtpa: “Academic Language” In Writing Teacher Education, Sarah Hochstetler, Melinda J. Mcbee Orzulak
Teaching/Writing: The Journal of Writing Teacher Education
The edTPA, a standardized teacher performance assessment developed by Stanford University and launched by the Pearson corporation, is quickly becoming a national measure of preservice teacher effectiveness. As more states adopt this assessment as a required component of successful completion of teacher education programs and licensure, we are compelled to critique the design, implementation, and evaluation of this high-stakes testing instrument. Our goal is to articulate the effects of this assessment on writing teacher education and the teaching of writing more broadly. Specifically, we argue that programmatic or individual interpretation of the edTPA can marginalize writing instruction (and writing teacher …
Inquiry, Experience, And Exploration: Rebooting The Research Project And Making Connections Beyond The English Classroom,
2015
Virginia Polytechnic Institute and State University
Inquiry, Experience, And Exploration: Rebooting The Research Project And Making Connections Beyond The English Classroom, Trevor Thomas Stewart, Jeff Goodman
Teaching/Writing: The Journal of Writing Teacher Education
This article describes our efforts to revitalize the research project in the English Language Arts classroom, engage students in the exploration of topics of organic interest, and create opportunities for them to share their findings with authentic audiences.
Performing Pedagogy: Negotiating The “Appropriate” And The Possible In The Writing Classroom,
2015
Auburn University
Performing Pedagogy: Negotiating The “Appropriate” And The Possible In The Writing Classroom, Lesley Erin Bartlett
Teaching/Writing: The Journal of Writing Teacher Education
While the field of Composition and Rhetoric has long held that “good writing” is a construct, we haven’t thoroughly examined how “good teaching” is also a construct. Drawing from work in composition studies, rhetorical theory, and feminist theory, this essay builds on questions of identity, embodiment, and privilege to enrich conversations about writing pedagogy and teacher development and to offer writing teachers an interpretive lens through which to critically examine their pedagogical performances. I begin with the assumption that all acts of writing and teaching are performances, whether they are marked as such or not. Featuring two key rhetorical concepts, …
“It Sounds Wrong” Vs. “I Would Be Curious”: Challenges In Seeing Students As Writers In A School-University Partnership,
2015
Pennsylvania State University
“It Sounds Wrong” Vs. “I Would Be Curious”: Challenges In Seeing Students As Writers In A School-University Partnership, Anne Elrod Whitney, Nicole Olcese, Virginia Squier
Teaching/Writing: The Journal of Writing Teacher Education
This article presents qualitative data and a pedagogical reflection from two teacher educators as they consider a writing partnership between preservice teachers in their methods course and a class of middle school writers. The purpose of the partnership was to help preservice teachers think about students not just for the purposes of evaluation and grading, but as writers, and, more importantly, as human beings. Authors present their inquiry and the challenges that arose as a result of the project, including reflections on the partnership from preservice teachers.
What Does College Writing Really Entail? The Ccss Connection To University Writing,
2015
Central Michigan University
What Does College Writing Really Entail? The Ccss Connection To University Writing, Marcy Taylor, Elizabeth Marie Brockman
Teaching/Writing: The Journal of Writing Teacher Education
This article responds to the question: What Does College Writing Really Entail? The authors showcase four university-level writing assignments and demonstrate how they collectively reflect both assessment results of study of college writing at a Midwestern University and the Common Core State Standards, especially the writing and reading anchor standards.
“It’S Nice To Meet You. Let’S Do Some Inclusion.”,
2015
Richmond Drive Elementary
“It’S Nice To Meet You. Let’S Do Some Inclusion.”, Martha Compton, Celeste Prange, Kaleena Gibson
Inclusion Across the Lifespan Conference
Come hear how one 3rd grade team went out of their way to welcome and support the teachers and students from a new-to-the-school self-contained class for students with intellectual disabilities and/or autism in a project of grade-appropriate inclusion. The presenters will discuss the power of a positive attitude and combined ownership among staff members. Attendees will be given strategies to create a welcoming classroom community and tips on modifying activities and assessments.
At-Risk Writer Program That Benefits Both The Students And The Educators,
2015
Dordt College
At-Risk Writer Program That Benefits Both The Students And The Educators, Bill Elgersma, Luke Hawley
Faculty Work Comprehensive List
This session presented a small-college writing workshop model centered on increasing at-risk writers' persistence and motivation as they improved their writing through the use of pre-service teachers. An important component of the presentation was the one-on-one interactions that occurred and the value of these to both parties.
Phd Students At Jefferson's College Of Population Health Advance The Population Health Agenda Through Courses They Design And Deliver,
2015
Jefferson College of Population Health
Phd Students At Jefferson's College Of Population Health Advance The Population Health Agenda Through Courses They Design And Deliver, Juan Leon Phd
Population Health Matters (Formerly Health Policy Newsletter)
No abstract provided.
Generation Me,
2015
Anoka-Ramsey Community College
Generation Me, Angie M. Seifert Anderson
Communication and Theater Association of Minnesota Journal
Book review of Generation me: Why today's young Americans are more confident, assertive, entitled-and more miserable than ever before by Jean Twenge.
Tomkat!: Linking Theory And Practice In Communication Studies Course Through The Introduction And Application Of Social Exchange Theory,
2015
Winona State University
Tomkat!: Linking Theory And Practice In Communication Studies Course Through The Introduction And Application Of Social Exchange Theory, Rita L. Rahoi-Gilchrest
Communication and Theater Association of Minnesota Journal
This article describes an activity suitable for either high-school or university-level communication courses. Combining outside online research, small group discussion, and class interaction, this exercise uses Social Exchange Theory, applied to examples of celebrity relationships generated by students and discussed in groups, to illustrate the process by which individuals decide whether or not to initiate and sustain interpersonal relationships. Although students should be reminded that the reasons relationships do or do not survive are difficult enough to understand when we are involved in them, let alone when we view them from an outside perspective, the activity proves intriguing and involving …
Pragmatic Competence In Efl Context: Suggestions In University Office Hour Discourse,
2015
University of South Florida
Pragmatic Competence In Efl Context: Suggestions In University Office Hour Discourse, Hatime Ciftci
USF Tampa Graduate Theses and Dissertations
Office hour interactions at universities are one type of communicative activity in which international instructors and their Turkish EFL students are involved as a form of academic or institutional discourse (Drew & Heritage, 1992). In such real world communication, both parties employ several linguistic strategies and attend to various interactional goals to address the academic concerns at hand (Chiang, 2011; Chiang & Mi, 2008; Limberg, 2007; 2010; Reindhart, 2010; Skyrme, 2010). Embracing a discourse analytic approach, this study investigated the primary functions and topics of office hour interactions; discourse organization of office hour interactions with regard to the features of …
Gatekeepers For Gifted Social Studies: Case Studies Of Middle School Teachers,
2015
University of South Florida
Gatekeepers For Gifted Social Studies: Case Studies Of Middle School Teachers, Teresa Michelle Bergstrom
USF Tampa Graduate Theses and Dissertations
This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies …
Novice Teachers' Stories Of Solving Problems Of Practice,
2015
University of South Florida
Novice Teachers' Stories Of Solving Problems Of Practice, Yvonne Franco
USF Tampa Graduate Theses and Dissertations
National attention given to heightening the quality of educators, calls attention to the practices used by programs to prepare teachers (CAEP, 2013). The Council for the Accreditation of Educator Preparation (CAEP) requires evidence novice teachers “apply the professional… skills and dispositions preparation experiences were designed to achieve” (p.13). Grounded in reflection, teacher inquiry serves as a pedagogical practice to prepare teachers to systematically learn from their problems of practice (Shulman, 1986; Yendol-Hoppey & Franco, 2014). Despite evidence teacher inquiry leads preservice teachers (PSTs) to focus on student learning with the goal of improving practice (Capobianco, 2007; Dawson, 2006; Taylor & …
Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction,
2015
Rochester Institute of Technology
Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser
Journal of Science Education for Students with Disabilities
This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; …
Jo Anna Grant Tssa Winter 2014,
2015
CSUSB
Jo Anna Grant Tssa Winter 2014, Jo Anna Grant
Teaching Skills Study Awards (TSSA) Reports
Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.
Carolyn Mcallister Tssa Winter 2015,
2015
CSUSB
Carolyn Mcallister Tssa Winter 2015, Carolyn Mcallister
Teaching Skills Study Awards (TSSA) Reports
Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.
